Mode of languages and excerpts illustrating different modes of language use

Before partaking in the study

After partaking in the study


Year 5

I think so much in matrixes all the time. And then, based on the central content and knowledge requirements, I find it hard to see where the group enters.

Take the abilities and see where the students are and then make a collected assessment of all those abilities and get a collected assessment and see where they are placed, as far as the knowledge requirements are concerned.

Year 8

So, the main purpose when assessing, I think it’s to uplift them so they get an understanding of what’s required and what is practical about it. […] Then you can improve knowledge requirements to something concrete so that they understand it. Because they do not understand the knowledge requirements. They do not.

But it feels great and very relevant and very…rewarding from the point of view of assessment. Watch, look at abilities, and get in to… judge against grades as well.


Year 5

And then you start with this think-pair-share, as training for daring to say their opinion. So, there I look at the assessment but group…

Then it would have been fun if they had used three stars and a wish after each presentation.

Year 8

No but as I said, I work a lot with assessment in the classroom. The responses back there and then, as well.

I think I give oral feedback all the time.

Everyday language

Year 5

Yes, all the time, I’m walking around all the time. You go around to check and when it does not work, you’re there.

Then I saw a thing.

Year 8

I am so against assessment, so I do not know what to say.

But I can’t assess and look at everyone all the time. It is unsustainable.